The reading process begins with an assessment of the student’s background knowledge. What does the student know about this particular subject, author, genre, etc.? Can the student predict what will happen? Previewing the material is helpful at this stage. Being able to se textual relationships through semantic/word, syntax/context, and phonetic/sound cues leads to comprehension. While reading a person is continually using all three cueing systems. When the text does not make sense, the reader begins by using the cueing system that he/she most relies on for deriving meaning from a text. If that does not help, the reader moves on to the next cueing system to help them make sense of the text. Therefore we will help students become aware of all three cueing systems and help them use them to become the best readers possible. Our classroom instruction seeks to guide our students so as their comprehension progresses through literal, interpretive, and critical levels of reading ability they become empowered through independent reading.